Speech-Language Pathologist (SLP)

Position: Speech-Language Pathologist Position Type: Full-time, working 186 days per year Speech-Language Pathologist (SLP) Basic Function The Speech/Language Pathologist supports student access, participation, and progress in the general education curriculum by providing services aligned to the Least Restrictive Environment (LRE) and an Integrated Service Delivery Model (ISDM). Services are delivered through a continuum ranging from consultation to direct intervention, with an emphasis on embedding communication support within natural learning environments through collaboration with educators, families, and multidisciplinary teams. To improve students’ communication skills in order to ensure equitable access to instruction, social interaction, and educational benefit. The Speech/Language Pathologist provides assessment, intervention, and consultative services while building staff capacity to support communication development across settings. Essential Duties and Responsibilities Conduct comprehensive speech and language assessments within authentic educational contexts in the least restrictive environment, using a continuum of service models from consultation to direct services, and considering the impact of communication on access, participation, and progress in the general education curriculum. Collaborate with IEP teams to develop goals that support student access to grade-level standards, with a clear emphasis on implementation within general education and inclusive settings aligned to the Least Restrictive Environment. Participate actively in IEP meetings, contributing expertise in communication development and advocating for service delivery models that prioritize inclusion, integration, and access. Provide timely written communication and procedural safeguards to families in accordance with legal requirements. Design and implement service delivery across a continuum, including consultation, push‑in services, co‑teaching, and targeted small group instruction aligned to classroom content. Provide speech and language intervention aligned to IEP goals, focusing on generalization of skills across environments, peer interaction, and participation in classroom discourse. Monitor student progress using data collected across settings and adjust services to ensure meaningful progress and access within inclusive environments. Collaborate with general education teachers, special education staff, and related service providers to integrate communication strategies into daily instruction and classroom routines. Support staff through coaching, modeling, and professional learning to build capacity for implementing communication supports within core instruction. Participate in Student Study Team (SST) processes, contributing strategies that promote early intervention and access within general education settings and reduce the need for more restrictive placements. Maintain accurate and compliant records, including IEP documentation, service logs, progress reports, and evaluation reports. Complete triennial and other required evaluations in accordance with legal timelines and best practices. Engage as an active member of the Speech, Language, and Hearing Department, contributing to the ongoing development and implementation of inclusive, integrated service delivery practices aligned with district priorities and the Least Restrictive Environment. Participate in professional development and ongoing learning related to inclusive practices, integrated service delivery, and evidence-based interventions. Attend workshops, trainings, and conferences for professional growth. Perform other duties as assigned in support of student access, inclusion, and educational outcomes. Knowledge and Abilities Knowledge of IDEA, IEP development, and compliance requirements. Service delivery models that support access within the Least Restrictive Environment. Implementing services within an Integrated Service Delivery Model, including push‑in services, co‑teaching, and collaborative consultation. Augmentative and Alternative Communication (AAC), including assessment, implementation, and staff training. Universal Design for Learning (UDL) and Multi‑Tiered System of Supports (MTSS) frameworks. Culturally and linguistically responsive assessment practices. Ability to Collaborate effectively with multidisciplinary teams. Support students within general education settings and promote access to the core curriculum in alignment with the Least Restrictive Environment. Coach and build capacity of general education teachers and paraprofessionals. Collect and analyze data for progress monitoring across settings. Participate in SST processes and early intervention systems. Facilitate collaboration across multidisciplinary teams and contribute to inclusive school site practices. Education and License Required Master’s degree in Speech‑Language Pathology or Communication Disorders from an accredited institution. Valid California Speech‑Language Pathology Services Credential or eligibility for appropriate credential authorization. Current license from the California Speech‑Language Pathology and Audiology and Hearing Aid Dispensers Board (if required). Certificate of Clinical Competence (CCC‑SLP) from the American Speech‑Language‑Hearing Association (ASHA), or completion of Clinical Fellowship (CF) year in progress. Working Conditions Environment School‑based settings including general education classrooms, special education environments, and related service spaces. Collaborative, team‑oriented educational environment with frequent interaction across disciplines. Physical Demands Ability to sit, stand, and move between classrooms and workspaces. Ability to use standard office and instructional equipment. Occasional lifting, carrying, pushing, or pulling of instructional materials and equipment. Interpersonal & Environmental Factors Frequent interaction with students, staff, families, and multidisciplinary teams. Requires strong communication, collaboration, and problem‑solving skills. May involve managing multiple priorities, timelines, and compliance requirements. Non‑Discrimination Policy South San Francisco Unified School District programs, activities, and employment shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, gender expression, or genetic information; a perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics. (Board Policy 0410) No district employee shall be discriminated against or harassed by any coworker, supervisor, manager, or other person with whom the employee comes in contact in the course of employment, on the basis of the employee's actual or perceived race, color, ancestry, national origin, age, religious creed, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran or military status, sex, sexual orientation, gender, gender identity, gender expression, or association with a person or group with one or more of these actual or perceived characteristics. (Board Policy 4030) #J-18808-Ljbffr